private school inspection report - al basma · private school inspection report ... visual and...

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Private School

Inspection Report

Academic Year 2016– 2017

Al Basma British School

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General Information Students

School ID 245 Total number of

students 1418

Opening year of

school August 2014

%of students per

curriculum

Main Curriculum 100%

Other Curriculum 0

Principal Allison McDonald Number of students

in other phases

KG 402

Primary: 786

Middle: 230

High: 0

School telephone +971 (0)2 562 3454 Age range 3 years to 15 years

School Address Al Houri Street, Old Al

Bahia, Abu Dhabi

Grades or Year

Groups KG1 to Grade 9

Official email (ADEC) [email protected] Gender Boys and girls

School website Albasmaschool.ae % of Emirati

Students 42%

Fee ranges (per

annum) Low to high AED 19,000 to AED 31,000

Largest nationality

groups (%)

1. Pakistani: 12%

2. Egyptian: 10%

3. Jordanian: 9%

Licensed Curriculum Staff

Main Curriculum English National Curriculum Number of teachers 111

Other Curriculum

(if applicable) ----

Number of teaching

assistants (TAs) 21

External Exams/

Standardised tests EMSA

Teacher-student

ratio

KG/ FS 1:20

Other phases 1:12

Accreditation British Schools Overseas

(BSO) Teacher turnover 8%

Inspection Date February 6, 2017 to February 9, 2017

Date of previous inspection April 20, 2015 to April 23, 2015


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Introduction

Inspection activities

Number of inspectors

deployed 5

Number of inspection days 4

Number of lessons observed 150

Number of joint lesson

observations 10

Number of parents’

questionnaires 422; (return rate: 32%)

Details of other inspection

activities

The inspection team held meetings with the senior

management team, heads of departments, teachers

and governors. Inspectors analysed school

documents, performance data, records and students’

work. They attended assemblies and spoke to parents,

students, and children in the Kindergarten (KG).

School

School Aims

‘We inspire our students to thrive as global citizens

within a happy, positive and respectful learning

environment.’

School vision and mission

‘We aspire to be a global community of thinkers,

creators, innovators and leaders who will have a

positive impact on the world of tomorrow.’

Admission Policy

The school has open and inclusive admission policies

and procedures. Admission is based on assessment for

placement from Grade 1 onwards to best suit students’

needs. KG children are invited to spend some time in

provision to become familiar with routines.

Leadership structure

(ownership, governance and

management)

The leadership team comprises the principal, the

primary vice principal, the pastoral vice principal, three

assistant vice principals, and three senior teachers.

The governing body comprises representatives from

the proprietorial body and a group of governors.

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SEN Details (Refer to ADEC SEN Policy and Procedures)

SEN Category

Number of students

identified through external

assessments

Number of other students

identified by the school

internally

Intellectual disability 0 0

Specific Learning Disability 4 1

Emotional and Behaviour Disorders (ED/ BD)

6 8

Autism Spectrum Disorder (ASD)

1 1

Speech and Language Disorders

6 8

Physical and health related disabilities

11 0

Visually impaired 0 0

Hearing impaired 1 0

Multiple disabilities 4 1

G&T Details (Refer to ADEC SEN Policy and Procedures)

G&T Category Number of students

identified

Intellectual ability 0

Subject-specific aptitude (e.g. in science, mathematics, languages)

3

Social maturity and leadership 35

Mechanical/ technical/ technological ingenuity 9

Visual and performing arts (e.g. art, theatre, recitation) 3

Psychomotor ability (e.g. dance or sport) 3

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The overall performance of the school

Inspectors considered the school in relation to 3 performance categories

Band A High performing (Outstanding, Very Good or Good)

Band B Satisfactory (Acceptable)

Band C In need of significant improvement (Weak or Very Weak)

The school was judged to be: Band A Good

Band A

High Performing

Band B

Satisfactory

Band C

In need of significant improvement

Performance Standards

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Performance Standard 1: Students’ achievement

Performance Standard 2:

Students’ personal and social development, and their innovation skills


Teaching and assessment


Curriculum


The protection, care, guidance and support of students


Leadership and management

Summary Evaluation: The school’s overall performance

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The Performance of the School

Evaluation of the school’s overall performance

The overall performance of the school is good. Children enter KG with knowledge

and skills that are low for their age. They achieve well in relation to their different

starting points. In the main school, students’ attainment is above curriculum

expectations and their progress is good overall. Students’ personal development

is very good throughout the phases. This is based on very strong rapport between

staff and students, the positive behaviour and attitudes and the good knowledge

of the UAE culture and Islamic values. The quality of teaching, assessment and the

curriculum have now improved and they are good. Support for students with

special educational needs (SEN) and for those who are gifted and talented (G&T)

is good. School leaders and staff have worked together effectively to bring about

rapid improvements in the school’s practice, particularly in the KG and in the

implementation and adaptation for the English National Curriculum (ENC). They

have yet to further improve achievement in the Arabic language and the levels of

consistency and challenge in teaching and learning.

Progress made since last inspection and capacity to improve

The school has made good progress since its last inspection. Leaders at all levels

have an improved understanding of the school’s strengths and areas for

development and how to bring about improvement. The KG has continued to

improve and children’s English communication, language and literacy skills are

now very good. The role of middle leaders and the governing body has

strengthened. Attainment and progress have risen across subjects as teaching

quality has improved. This is due to well-targeted professional development and

mentoring, increased expectations among teachers of what students can achieve,

and the improved range and quality of resources available. Students’ personal and

social development, including their attendance, has improved due to

developments in their care, guidance and support. Overall, school leaders’

capacity to improve the school is good.

Development and promotion of innovation skills

The school is making strong progress to develop the skills that underpin

innovation. Students have a strong work ethic and develop good leadership and

independent learning skills. For example in Grade 8, students eagerly create their

own robots, using a variety of resources, including information and

communication technology (ICT) to program their models. Grade 9 students lead

debates such as the United Nations Conference to highlight the importance of

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human rights and to suggest ways to reduce the rate of pollution. Students have

access to daily technologies to support their 21st century skills.

The inspection identified the following as key areas of strength:

the impact of school leaders on improving standards in the English national

curriculum

continuous improvement to the education that children receive in the KG

the very strong relationships within the school as shown in students’ good

behaviour, positive attitudes to learning and improved attendance

the quality of support provided for students who have special educational

needs

students’ appreciation of the heritage, culture and future vision of the UAE

and their understanding of Islamic values

very effective management of the day-to-day life of the school.

The inspection identified the following as key areas for

improvement:

the standards in reading, writing, listening and speaking the Arabic

language

in the consistency in the quality of teaching and learning in a minority of

lessons

curriculum adaptation to challenge further the most-able students.

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Performance Standard 1: Students’ Achievement

Students’ achievement Indicators KG Primary Middle High

Islamic

Education

Attainment Good Acceptable Acceptable

Progress Good Acceptable Acceptable

Arabic

(as a First Language)



Arabic

(as a Second

Language)



Social Studies

Attainment Good Good Good

Progress Good Good Good

English

Attainment Very Good Good Good

Progress Very Good Very Good Very Good

Mathematics



Science



Language of

instruction (if other

than English and

Arabic as First

Language)

Attainment N/A N/A N/A

Progress N/A N/A N/A

Other subjects

(Art, Music, PE)



Learning Skills (including innovation, creativity, critical

thinking, communication, problem-

solving and collaboration)

Good Good Good

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The overall quality of students’ achievement is good. The school’s assessment data,

lesson observations, and children’s recent work indicate that most enter the school

with knowledge and skills that are lower than where they are expected to be. By the

end of KG2, the majority attain levels that are above age-related expectations. As

they progress through the school, students continue to make good gains in most

subjects. Students’ performance in Arabic EMSA tests at the end of Grades 5 and 7

last year indicates that most students attain levels that are in line with curriculum

expectations. Students do not yet sit any other external standardised test to help

school benchmark its performance against international standards. Leaders are

taking effective steps to compare their school’s performance with other British

schools to improve their practice. Different groups of students make similar

progress.

Students’ achievement in Islamic education is acceptable overall. The achievement

of native Arabic speakers is acceptable in primary and middle phases and good in KG.

Overall the achievement of non-native Arabic speakers is good across the school. By

the end of the primary phase, most native Arabic students can recite verses

following ‘Tajweed’ rules appropriate to their age group and understand the

importance of prayer for Muslims. By the end of the middle phase, the majority of

non-native Arabic students show good knowledge of how Islam spread during the

life of the Prophet Muhammad (PBUH) and confidently articulate their findings at a

level above expectations.

Students’ achievement in Arabic is acceptable overall. It is good in KG and

acceptable in the primary and middle phases for both first and second language

speakers. In Arabic as a first language, by the end of KG, most children can recognise

different sounds, find similar rhyming words, and the majority can write their names

correctly, read simple words and speak with confidence. By the end of the primary

phase, most can read and write short sentences in different tenses and develop an

acceptable knowledge of punctuation in line with curriculum standards. By the end

of the middle phase, most students can read fluently and confidently in line with

expectations and answer comprehension questions correctly. Their writing skills are

not as strong as their reading. Students’ achievement in Arabic as second language

is acceptable overall. It is good in KG where most children recognise most of the

Arabic alphabet and the majority can respond to simple instructions in Arabic and

sound some letters correctly. By the end of the primary phase, most students can

read and understand simple short sentences. By the end of the middle phase, most

can read simple text, write short sentences and can express themselves with clear

intonation.

Students’ achievement in social studies is good. In KG, children know about people

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who help them in the community and the majority can explain confidently their role,

demonstrating understanding above curriculum expectations. In Grade 4, the

majority of students are able to compare traditional sports with modern day

activities in the UAE and make links to their own lives, demonstrating deep

knowledge of the subject. By Grade 8, students are confident and accurate in

sharing their ideas and research findings about the traditional and contemporary

occupations in the UAE such as fishing, pearl diving, agriculture and oil trading,

demonstrating attainment and progress above expectations.

Students’ attainment in English is good overall, and their progress is very good.

Attainment is very good in KG and good in other phases. At all phases, most

students are attaining at least in line with age-related curriculum expectations in

reading, writing, listening and speaking, and the majority above. In Grade 1, for

example, the majority of students use a wide range of emotive vocabulary very

effectively and they use imperatives accurately in their work. By Grade 7, students

have a deeper range of skills in reading and writing for a range of purposes. They

take the lead in research tasks and confidently and fluently report their findings

orally to their peers. Writing progresses very well though the primary and middle

phases and is used for a wide variety of purposes.

Students’ achievement in mathematics is good. At all phases, most students are

gaining at least age-related curriculum levels and the majority have gained

knowledge, understanding and skills in all key areas of mathematics at levels above

those expected for their age. In KG2, for example, children’s knowledge of shapes is

applied effectively to real-life contexts as they recognise many shapes in the

environment and use good mathematical vocabulary to describe their properties.

Students make good progress through the primary phase in developing both written

and mental computational skills, and by Grade 9 the majority of students can reason

deductively in number and algebra, use geometrical constructions, and have good

skills in solving problems.

Students’ achievement in science is good. The majority are attaining levels above

those expected for their age. In KG2, for example, children use magnets safely to

explore different resources and they know how magnets attract certain materials.

In Grade 3, students confidently investigate the effects of different liquids on an egg

shell, making hypotheses and leading their peers in conducting a fair test. By Grade

9, students demonstrate good knowledge of the properties of bonding and can

describe the differences between types of bonding such as covalent, ionic and

metallic.

Students’ achievement in other subjects is good. In physical education (PE), for

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example, they make good progress during regular planned physical activities

including swimming, dance and basketball, and demonstrate good levels of

understanding and physical skill for their age. In art, music and drama students make

good progress in developing their understanding, practical skills and talents,

demonstrating enjoyment in their learning. Students achieve well in French as they

learn the vocabulary and grammar effectively.

Students’ learning skills are good overall. Students are actively involved in their

learning and know how well they are doing. They are able to work productively on

their own and in groups without much guidance from teachers. They understand the

connections between subjects, and are able to apply their learning to the world

beyond school. They respond well to opportunities to develop creativity and

imagination in their work.

Performance Standard 2: Students’ personal and social development,

and their innovation skills

Students’ personal and social

development, and their innovation skills

Indicators

KG Primary Middle High

Personal development Very Good Very Good Very Good

Understanding of Islamic values and

awareness of Emirati and world cultures Very Good Very Good Very Good

Social responsibility and innovation skills Good Good Good

Students’ personal and social development is very good. In KG, children work and

play together harmoniously. Students show genuine warmth and care for each other

and relationships are very respectful. The ethos around the school reflects good

standards of behaviour and attitudes to learning. In KG, children listen attentively to

instructions, share resources fairly and take turns. Attendance has improved

significantly and is now very good at 96%. Students almost always arrive at school

and to lessons on time. Students have a very good understanding of safe and

healthy living and participate enthusiastically in activities promoting its importance.

Students demonstrate very good understanding of Islamic values and appreciation

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of the UAE culture and heritage due to a wide variety of activities within and beyond

the curriculum. They take an active part in events such as the UAE’s National, Flag

and Tolerance Days, and regularly visit places of interest to deepen their knowledge

of Emirati identity. In history, geography, art and music, students learn about the

cultural diversity around them. For example, in history, students learn about

different countries, food and habitats.

Students have many opportunities to be innovative and creative, but more has yet

to be done to embed these fully in all core subjects. Students lead drama activities to

highlight the importance of regular attendance and its positive impact on

achievement. Students contribute well to the life of the school and the wider

community. ‘Eco leaders’ confidently explain their responsibility to keep the school

tidy. Parents value the support that ‘Young Leaders’ give them during parents’ open

evenings. The school council actively represents students’ views to school leaders.

Students raise funds for charities to help others in need

Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Good Good Good

Assessment Good Good Good

The overall quality of teaching and assessment is good. It is very good in English.

Teachers have good subject knowledge, and use time and resources effectively.

They share learning objectives so that students are clear about expectations.

Teachers use questions well to check students’ understanding and deal with

misconceptions when they occur. Relationships are very positive and ensure that

learning flows smoothly. Most teachers plan and provide engaging learning

experiences which motivate students. In a very successful Grade 2 English lesson,

for example, high expectations encouraged students to work at brisk pace

exploring rhetorical questions and using very good vocabulary to describe favourite

animals across the world. This resulted in very good progress in developing higher

order thinking and problem-solving skills. Teachers know students well. In the large

majority of lessons, they provide appropriate challenge and support for them,

including the more-able. Students achieving low and those who require help receive

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extra support to close gaps in their learning. In less effective lessons, teachers do

not use assessment information to fully support and extend the learning of all

groups of students. In the Arabic language medium lessons, students do not always

have enough opportunities to develop their reading and writing skills or the

opportunity to actively contribute in learning.

In the subjects taught in English, teachers mark students’ work regularly, note the

next steps and encourage students to act on their suggestions to improve the

quality of their work. However, such good practice is not consistent throughout the

school. Continuous assessment procedures are robust and linked to the curriculum

levels. Leaders are taking steps to compare their data with other schools to improve

their performance. Leaders and staff regularly meet and analyse assessment data

for individuals and groups of students to spot any gaps. Teachers appreciate the

regular professional development opportunities and dialogue they have with school

leaders which have a positive impact on their use of assessment.

Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Good Good Good

Curriculum adaptation Good Good Good

The overall quality of the curriculum is good. It is broad and relevant and is reviewed

to ensure good continuity and progression but this has yet to bring about sufficient

improvement in Arabic language. Teachers set activities in most of the subjects

taught in English which build on students’ previous learning and help close gaps in

understanding. Students throughout the school have access to very good

opportunities to transfer knowledge between different subjects and to fully develop

their talents, interests and aspirations. The curriculum provides well for students to

develop their English linguistic, mathematical and scientific skills. They become

increasingly confident in taking an active part in debates and leading activities in

assemblies, using music and drama. Leaders consistently monitor and evaluate the

impact of the curriculum to bring about further improvements in students’ learning.

The school’s approaches to curriculum adaptation are good. Teachers plan well to

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meet the needs of almost all students. The curriculum is very well enhanced by high-

quality extra-curricular activities such as art, music, drama, chess and basketball. It

provides well for social contributions through the innovative recycling projects, the

competitions in reading and mathematics, and opportunities for students to lead in

the Model United Nations conferencing. Links to UAE culture and society are good,

helping students to develop their understanding of the UAE culture and heritage

and Islamic values. Students enjoy the many opportunities to develop their

creativity, critical-thinking and problem-solving skills, including robotics. The

curriculum has yet to be adapted further to increase levels of challenge, particularly

for the more-able students.

Performance Standard 5: The protection, care, guidance and support of students

The protection, care, guidance and

support of students Indicators KG Primary Middle High

Health and safety, including

arrangements for child protection/

safeguarding

Very Good Very Good Very Good

Care and support Very Good Very Good Very Good

The overall quality of protection, care, guidance and support for students is very

good. The school provides a very safe, secure and organised learning environment.

Very effective procedures for safeguarding, including child protection and behaviour

management, are shared with staff, parents and students. Staff receive extensive

training to ensure that students’ welfare, health and safety are paramount. Students

are well informed about different types of bullying and other forms of abuse, and

are very confident to ask for help should a welfare concern arise. Supervision of

students, including transport arrangements is very robust. The clinic is very well

equipped. Nurses are suitably qualified and provide strong encouragement to

parents and their children to adopt healthy lifestyles, including attention to personal

hygiene and healthy eating. Records of accidents and incidents are very well

recorded and monitored to identify trends and patterns. Premises and resources are

very well maintained, accessible to all, and conducive to learning.

The quality of care and support is very good. Systems and procedures for managing

behaviour are effective and staff and students work in mutual respect. Leaders and

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staff show genuine care towards students and KG children. Very effective

management of attendance has improved the attendance rate. The school has very

good systems to identify SEN and G&T students. Staff provide well-targeted support

to help students who need special support to learn well. The school’s SEN co-

ordinator works very well with parents and has established strong links with outside

professionals and relevant agencies to help ensure that students receive the

support they need. Staff support students well, but, occasionally, do not always

provide enough challenge to maximise their learning, especially for the more-able.

Guidance for academic choices and preparation for future education is very

effective. A very well-organised induction arrangement into KG, the transition into

school, and helpful careers guidance, fully support students’ personal development

and promote their academic development. are and support

Performance Standard 6: Leadership and management

Leadership and management Indicators

The effectiveness of leadership Good

Self-evaluation and improvement planning Good

Partnerships with parents and the community Very Good

Governance Good

Management, staffing, facilities and resources Very Good

The overall quality of leadership and management is good. The principal, well

supported by senior leaders and staff, provides strong and effective leadership.

School leaders have high expectations and share a common vision for high

standards, rapid improvement and community cohesion. Relationships between

staff are professional and effective and morale is high. Middle leaders have attended

training courses to strengthen their leadership skills and to bring a wealth of

expertise to school, including the adaptation of the English national curriculum to

meet the needs and interests of students. The capacity for further improvement is

strong.

The school’s self-evaluation is realistic and includes the views of parents, students

and information from stakeholders. Information from the self-evaluation form (SEF)

is used well to highlight the school’s strengths and to inform developments. The

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school development plan (SDP) accurately focuses on what the school needs to do

to improve further. It includes timescales, costings, clear responsibilities and

systems for monitoring and evaluation. Leaders observe staff regularly, give them

specific feedback to help them improve the quality of their practice and hold them

accountable for students’ achievement. They have yet to focus sufficiently on the

quality of all students’ learning experiences in lessons, however, particularly in

Arabic-medium subjects.

Partnerships between parents and school are very strong. Parents contribute very

well to the life and the work of the school. They take the lead in UAE celebrations of

culture and heritage. Parents are pleased with the very effective communications

that keep them fully informed on their child’s progress and wellbeing. The school

contributes very well to the life of the wider community, for instance, working with

emergency services and other national and international schools to enrich their

curricula.

Governors are supportive and visible in school. They monitor the school’s actions

and hold leaders accountable for students’ performance. They have yet to focus

sufficiently on bringing standards in Arabic subjects up to those in the English

subjects. The day-to-day management of the school and its procedures and routines

are very efficient and have a positive impact on students’ achievements. The school

is appropriately staffed with suitably qualified teachers who benefit from regular

professional development. Premises and resources are of high quality, including a

library, science laboratories, prayer rooms and extensive facilities for art, design and

technology and sports. These resources fully support the effective delivery of the

curriculum.

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What the school should do to improve further:

1. Improve achievement in the Arabic language by ensuring that teachers:

i. provide more opportunities to help students fully participate in learning

ii. offer more effective and regular learning experiences to help students

develop their reading and writing skills

iii. consistently check the progress students make and offer them support so

that they can achieve well.

2. Develop consistently high quality teaching and learning by ensuring that all

teachers:

i. use assessment information well to plan for next steps and help students

consistently make the best possible progress

ii. offer high-quality feedback to help students further improve their learning

iii. include additional levels of challenge within their medium- and long-term

planning

iv. deliver appropriately challenging tasks and activities for all students within

lessons, particularly for those who are more able.

3. Further improve the impact of leadership and governance by:

i. ensuring the curriculum is adapted effectively to stretch more-able

students in all subjects

ii. ensuring improvement systems focus more directly on the quality of

students’ learning experiences, particularly in Arabic language

iii. enabling teachers in different subjects to experience classroom best

practice first hand.

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Possible breaches of regulations and health & safety concerns


Regulations

1. ---

2. ---

3. ---

The UAE Flag is raised/ flown every day? Yes

Is playing of the UAE National Anthem a daily feature at the

morning assembly?

Yes

Health and Safety Concerns:

1. ---

2. ---

3. ---

Lead Inspector Fatiha Maitland Date February 9, 2017

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